• Earthquakes and Structures
• /
• v.11 no.5
• /
• pp.887-904
• /
• 2016

An efficient, economical and practical strengthening method for hollow brick infill walls was proposed and investigated in the present study, experimentally and numerically. This method aims at increasing the overall lateral strength and stiffness of the structure by increasing the contribution of the infill walls and providing the non-bearing components of the structure with the capability of absorbing earthquake-induced energy to minimize structural damage during seismic excitations. A total of eleven full-scale infill walls strengthened with expanded mild steel plates were tested under diagonal monotonic loading to simulate the loading condition of the non-bearing walls during an earthquake. The contact surface between the plates and the wall was increased with the help of plaster. Thickness of the plates bonded to both faces of the wall and the spacing of the bolts were adopted as test parameters. The experiments indicated that the plates were able to carry a major portion of the tensile stresses induced by the diagonal loads and provided the walls walls with a considerable confining effect. The composite action attained by the plates and the wall until yielding of the bolts increased the load capacities, rigidities, ductilities and energy-absorption capacities of the walls, considerably.

• Journal of the Korea institute for structural maintenance and inspection
• /
• v.2 no.2
• /
• pp.209-217
• /
• 1998

Compared to normal-strength concrete, high-strength concrete has the lower lateral expansion capacity caused by the higher elastic modulus and the lower internal crack characteristic. Therefore, the effect of the lateral confining action of hoops appears slowly. Nevertheless, it has been reported that the strength and deformation capacity of high-strength concrete is improved by well-distributed hoops. Due to that argument, this investigation has been compared and analyzed by the experimental works on the deformation capacity and the confinement mechanism of high-strength concrete shear wall of the high-rise building reinforced by rectangular steel tubes and rectangular hoops at both edges. It is suggested that, using high-strength concrete($500kgf/cm^2$, $700kgf/cm^2$), hoops should be replaced with rectangular steel tubes in order to prevent closely spaced hoops at the edge of the shear wall.

• Structural Engineering and Mechanics
• /
• v.69 no.6
• /
• pp.677-691
• /
• 2019

In recent years, interest is growing in the engineering community on the experimental assessment and the theoretical prediction of the out-of-plane (OOP) seismic response of unreinforced masonry (URM) infills, which are widespread in Reinforced Concrete (RC) buildings in Europe and in the Mediterranean area. In the literature, some mechanical-based models for the prediction of the entire OOP force-displacement response have been formulated and proposed. However, the small number of experimental tests currently available has not allowed, up to current times, a robust and reliable evaluation of the predictive capacity of such response models. To enrich the currently available experimental database, six pure OOP tests on URM infills in RC frames were carried out at the Department of Structures for Engineering and Architecture of the University of Naples Federico II. Test specimens were built with the same materials and were different only for the thickness of the infill walls and for the number of their edges mortared to the confining elements of the RC frames. In this paper, the results of these experimental tests are briefly recalled. The main aim of this study is comparing the experimental response of test specimens with the prediction of mechanical models presented in the literature, in order to assess their effectiveness and contribute to the definition of a robust and reliable model for the evaluation of the OOP seismic response of URM infill walls.

• Journal of the Korea institute for structural maintenance and inspection
• /
• v.14 no.6
• /
• pp.109-116
• /
• 2010

Three-dimensional finite element model for analysis of reinforced concrete members was developed in order to investigate the prediction of bending and shear failure of reinforced concrete beams. A failure surface of concrete in strain space was newly proposed in order to predict accurately the ductile response of concrete under multi-axial confining stresses. Cracking of concrete in triaxial state was incorporated with considering the tensile strain-softening behavior of cracked concrete as well as the cracked shear behavior on cracked surface of concrete caused by aggregate interlocking and, dowel action. By correlation study on failure types of bending and shear of beams, current finite element model was well simulated not only the type of ductile bending failure of under-reinforced beams but also the type of brittle shear failure of no-stirruped reinforced concrete beam.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.4
• /
• pp.19-30
• /
• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.